IEP Violation Memorandum Sarah Thomas Case
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Write a detailed memorandum to your district superintendent regarding the IEP violation by doing the following:
- Provide a brief synopsis of the incident.
- Explain your investigation into the incident and your findings.
- Explain how you addressed the incident with each of the following stakeholders:
- Mr. Williams, the advanced algebra teacher
- Sara Thomas, the student
- Mr. and Mrs. Thomas, Sara’s parents
Parent Complaint Scenario
Sara Thomas is a 17-year-old senior with an Individualized Education Program (IEP) attending George Madison High School. Her eligibility is in the category of specific learning disability. She has a diagnosis of anxiety disorder, which makes taking assessments in traditional settings difficult for her. At the beginning of each new school year, Sara’s teachers each receive a copy of Sara’s IEP and review her needs and accommodations with the special education teacher, Ms. Finkle. Ms. Finkle has been working with Sara since she was in sixth grade, as she has been a special education teacher at GMHS for four years and was previously at Sara’s middle school for 15 years. One of the accommodations specified on Sara’s IEP is that she be allowed to take assessments in a one-on-one environment. To meet Sara’s needs, all testing is typically administered in the small conference room that is connected to the high school’s special education classroom.
Sara was scheduled to take the advanced algebra semester exam in Ms. Finkle’s room on January 5th. However, Ms. Finkle was unexpectedly out of school that day due to a family emergency. A substitute teacher was secured to perform Ms. Finkle’s regular duties for the day. However, upon learning of Ms. Finkle’s absence, Sara’s advanced algebra teacher, Mr. Williams, did not feel comfortable sending Sara to take the exam with the substitute teacher. He felt it would be better and more comfortable for Sara to take the assessment with the group of students from the class who require a small group setting for testing. Sara knows these students well. The small group uses the math area resource room and is supervised by the special education paraprofessional, whom Sara has worked with many times before. However, Sara experienced a great deal of anxiety while she was completing the semester exam due to the change from her normal testing environment and the numerous distractions caused by the other students in the room. Consequently, Sara failed the exam. This affected her first semester grade in advanced algebra, and she failed the course for the semester. This math credit is required for graduation.
When Sara’s parents saw her semester grade in the online grading system, they were surprised, and they asked Sara what happened. They knew she had studied hard for this exam and was ready to take it. Sara told her parents that she had been sent to take the exam with a small group rather than in the special education conference room and in a one-on-one setting as she normally does. Sara explained that she was anxious and distracted by the noise and movement from the other students, as they kept getting up to take water and bathroom breaks. Sara’s parents were very upset that she was not provided the testing environment that is specified in her IEP.
Sara’s parents called her advanced algebra teacher, Mr. Williams, to learn more about what happened. On the phone, Mr. Williams noted that Ms. Finkle was out that day and that he did not feel comfortable sending Sara to work one-on-one with the substitute teacher, whom Sara did not know, for such a high-stakes exam. He said he thought it would serve Sara better to work with a staff member with whom she was familiar so that she would be more comfortable and feel less anxious. He noted that he recognized that Sara did not do well and that her semester grade did not reflect her ability in his class. However, it was his understanding that grades were final at this point, and he did not think there was anything that could be done about Sara’s grade.
Sara’s parents were not satisfied with Mr. Williams’s response. They decided to send a formal letter of complaint to the principal of George Madison High School.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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